"A different school": a psychosocial study about youths and their school context

Authors

  • Kátia Maheirie Universidade Federal de Santa Catarina
  • Marcela de Andrade Gomes Universidade Federal de Santa Catarina
  • Luiza Manoela Boell Rovaris Universidade Federal de Santa Catarina
  • Tahiana Pereira Brittes Universidade Federal de Santa Catarina
  • Bianca Louise Leme Universidade Federal de Santa Catarina

DOI:

https://doi.org/10.7322/jhgd.19799

Keywords:

Social psychology, Alternative school, Youths

Abstract

This study is characterized by reflections originated from a psychosocial practice at a school in the city of Florianópolis, state of Santa Catarina. The Sarapiquá school was constituted by a group of parents who were searching for an alternative school in comparison with the traditional models that existed in the capital of the state of Santa Catarina at the beginning of the 1980s. Initially, the pedagogical work focused on pre-elementary education, and five years ago, the school inaugurated the elementary education (5th - 8th grades). Since then, it has been searching for strategies to improve the political-pedagogical proposal and its respective practices, in order to meet the new demands that have emerged with the insertion of the young public in this context. In this process, the school professionals have been facing challenges, uncertainties and reflections. At the same time that new projects and ideas are elaborated, the school tries to preserve its alternative marks, producing a movement of continuity and transformations in the identity of the political-pedagogical project. This piece of research intends to investigate the meanings that the 7th grade youths attribute to that space, aiming to analyze the psychosocial relation between the pupils and the school context. Reflecting on the forms of subjectivation and objectivation of these youths in relation to the place where they study, it is possible to suggest mediations between the interests and motivations of the students and of the coordination, participating in the construction of more satisfactory educational practices for both parts, without jeopardizing the school's alternative identity.

References

Smolka ALB, Nogueira ALH. O desenvolvimento cultural da criança: mediação, dialogia e (inter) regulação. In: Oliveira MK, Souza DTR, Rego TC, editores. Psicologia, educação e as temáticas da vida contemporânea. São Paulo: Moderna; 2002. p.77-94.

Vygotsky LS. Pensamiento y palabra. In: Vygotsky LS. Obras escogidas II. Madrid: Visor; 1995. p. 287-348.

Vygotsky LS. Obras escogidas II: problemas de psicologia general. Madrid: Visor; 1991.

Zanella AV. Vygotski: contexto, contribuições à psicologia e conceito de zona de desenvolvimento proximal. Itajaí: Univali; 2001.

Maheirie K. Constituição do sujeito, subjetividade e identidade. Interações. 2002;13(7):31-44.

França KB. Relações estéticas, criação e imaginação: a constituição do projeto de ser uma e outra na dialética do ensinar e do aprender [dissertação]. Florianópolis: Programa de Pós-Graduação em Psicologia da Universidade Federal de Santa Catarina; 2006.

Franco MLPB. Ensino médio: desafios e reflexões. Campinas: Papirus; 1994.

Barboza D, Zanella AV. Integrando análise de conteúdo e análise microgenética em pesquisas no campo psi: a constituição do sujeito como foco. Psico (Porto Alegre). 2005;36(2):189-96.

Rey FLG. Pesquisa qualitativa em psicologia: caminhos e desafios. São Paulo: Pioneira; 2002.

Zanella AV. Atividade, significação e constituição do sujeito: considerações à luz da psicologia histórico-cultural. Psicol Estud.2004;9(1):127-35.

Leontiev A. Desenvolvimento do psiquismo. Lisboa: Livros Horizonte; 1978.

Bastiani ML. Escola alternativa: pedagogia da participação. Florianópolis: Cidade Futura;2000.

Sawaia BB. Comunidade como ética e estética da existência: uma reflexão mediada pelo conceito de identidade. Psykhe. 1999;8(1):19-25.

Vygotsky LS. A educação estética. In: Vygotsky LS. Psicologia pedagógica. São Paulo: Martins Fontes; 2001. p. 312-42.

Maraschin C. Psicologia, educação e novas ecologias cognitivas. In: Zanella A, Siqueira MJ, Lulhier L, Molon S, editores. Práticas sociais. Porto Alegre: ABRAPSOSUL; 1997. p.213-9.

Downloads

Published

2006-12-01

Issue

Vol. 16 No. 3 (2006)

Section

Original Research

License

CODE OF CONDUCT FOR JOURNAL  PUBLISHERS

 

Publishers who are Committee on Publication Ethics members and who support COPE membership for journal editors should:

 

Publishers should:

 

  • Define the relationship between publisher, editor and other parties in a contract
  • Respect privacy (for example, for research participants, for authors, for peer reviewers)
  • Protect intellectual property and copyright
  • Foster editorial independence

 

Publishers should work with journal editors to:

 

  • Set journal policies appropriately and aim to meet those policies, particularly with respect to:

–         Editorial  independence

–         Research ethics, including confidentiality, consent, and the special requirements for human and animal research

–         Authorship

–         Transparency and integrity (for example, conflicts of interest, research funding, reporting standards

–         Peer review and the role of the editorial team beyond that of the journal editor

–         Appeals and complaints

  • Communicate journal policies (for example, to authors, readers, peer reviewers)
  • Review journal policies periodically, particularly with respect to new recommendations from the COPE
  • Code of Conduct for Editors and the COPE Best Practice Guidelines
  • Maintain the integrity of the academic record
  • Assist the parties (for example, institutions, grant funders, governing bodies) responsible for the investigation of suspected research and publication misconduct and, where possible, facilitate in the resolution of these cases
  • Publish corrections, clarifications, and retractions
  • Publish content on a timely basis